2012, 5
2012, 5
p. 10–17
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209
The interview on ecopsychological approach to understanding of child development is presented in this article. The essence of this approach is the study of specific interaction between a man and the environment. A special role in this interaction is assigned to the educational environment. In the light of ecopsychological approach, the role of education in the development of intellectually gifted children is considered. Viktor Panov notes that this is not about finding gifted children, but about building conditions for realization of the unique potential of each and every child.
2012, 5
p. 18–23
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204
Sergey Enikolopov discusses main features of violence and aggression and their role in child development. Attention is drawn to the understanding of aggression as a special activity mechanism in child’s socialization. Problems of today’s domestic violence in Russian families are discussed. Recommendations on lowering aggression in preschool and home environments are given.
2012, 5
p. 24–27
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509
The issues of preschool education’s quality assessment, which is especially important in the light of the new education law in the Russian Federation, are discussed. The examples of quality assessment technologies implemented in six Russian regions are presented. Based on own experience, Tigran Shmis suggests that standards of quality assessment should not be exclusively based on formal grounds, but rather conditions of their implementation should be taken in consideration.
2012, 5
p. 28–31
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464
Speech is one of the most important psychological faculties of a human being. The impediment of speech negatively affects every aspect of a children’s psychological development, which is manifested in their activities and behavior. Therefore it is important that children with speech impediments internalize a culture of health and healthy needs, and gain a habit of a healthy lifestyle. The article discusses new approaches to organization of cooperation between families and educational establishments in this regard. A special emphasis is made on the role of project activity in reaching the educational goals in question.
2012, 5
p. 34–39
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366
Defining education as an especially built system for changing self, the author describes two educational models – the traditional “mass”, and the developmental one using the metaphors given in the title. The main developmental effect of education lies not only in mastering new knowledge available in a culture. The article illustrates it with examples of how developmental processes “pass a person by” when he or she is not being an actor of own development, thus not making them a part of one’s life story. “Subjectless” development is part of history and many people’s lives. It is only when a culture is becoming a tool of self-development (which assumes effort) education can be called truly developmental.
2012, 5
p. 40–47
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272
The recent analysis of clinical psychotherapeutic and counseling practices shows that children’s problem with separation today is reaching its highest levels. There is a substantial increase in emotional and behavioral disorders as children have more and more trouble of letting their mothers go and adapt to the environment of kindergartens and primary schools. Subsequently, it is problematic for mothers to get back their independence and return to work. At separation from their mothers, children are often unable to cope with the powerful emotions they experience and don’t get any help in doing so. The article gives advice to caregivers on how to read children’s subtle nonverbal communication to understand what a child is going through when parting with his or her mother.
Olina O.V., Solovieva Yu.A., Ziyatdinova E.A. Games for young children with amblyopia and strabismus
2012, 5
p. 76–79
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184
In their work the authors faced with the need to enhance, modify games to address needs of children with visual impairment. The reason for this are problems with visual function: low visual acuity, violation of oculomotor function: children do not feel the depth, the distance between objects, poorly distinguish colors and contrasts. The authors propose modified versions of games that aim at fostering the development of visual acuity of the child, color vision, light perception, the ability to see with both eyes at the same time, to perceive the object as a single unit (binocular vision); that help to improve sensory experience of children with visual impairments, develop the ability to differentiate, compare, select and call characteristics and properties of the material world; contribute to the accumulation of sensory experience for children with visual impairment, which lays the foundation for the formation of ideas and concepts; develop visual memory and attention.
2012, 5
p. 80–85
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228
Most discussions of children’s rights are proscriptive and focus on the abuse and neglect of children. We propose another fundamental right – that all children have the right to acquire and master social-emotional skills and to live in an environment that values and supports this development. To guarantee such a right, the systems that have an impact on the life of the child must be analyzed, although the educational system may be the most logical place to start. Currently, the term social-emotional learning (SEL) best captures the intent of this approach. A broadening base of research supports the SEL framework. Nevertheless, SEL has its shortcomings, for it often focuses on the child as a separate entity, and it has not been well integrated into the fabric of children’s lives. Its importance for child well-being and quality of life are discussed in this paper, as well as ways that educators, psychologists, and concerned citizens might advocate for this position.
2012, 5
p. 86–93
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209
A group of children 18 months to 3 years old and their parents studied lights in a preschool program at the Astrid Lindgren Institute for Early Childhood Development in Poland. The goal of the preschool program is to help children gain positive social experience through safe and interesting contact with a new group of children and adults in the supportive presence of their parents. The article describes the three phases of the Lights Pre-project and discusses the benefits to the children, parents, and teachers who participated.